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Engineering Majors’ Cognitive Function Differentiation Ability

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Mathematics Division Technical Session 1

Tagged Division

Mathematics

Page Count

16

Permanent URL

https://peer.asee.org/30415

Download Count

33

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Paper Authors

biography

Emre Tokgoz Quinnipiac University

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Emre Tokgoz is currently the Director and an Assistant Professor of Industrial Engineering at Quinnipiac University. He completed a Ph.D. in Mathematics and another Ph.D. in Industrial and Systems Engineering at the University of Oklahoma. His pedagogical research interest includes technology and calculus education of STEM majors. He worked on several IRB approved pedagogical studies to observe undergraduate and graduate mathematics and engineering students’ calculus and technology knowledge since 2011. His other research interests include nonlinear optimization, financial engineering, facility allocation problem, vehicle routing problem, solar energy systems, machine learning, system design, network analysis, inventory systems, and Riemannian geometry.

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Abstract

Derivative of functions and its’ applications are important in Science-Technology-Engineering-Mathematics (STEM). Pedagogical observations of students’ conceptual derivative knowledge is particularly important due to its’ frequent use in engineering which would help mathematics and engineering Professors for finding an effective way of teaching derivative concept. In this paper, undergraduate engineering students' conceptual derivative knowledge is observed qualitatively and quantitatively based on several questions. Participants of this study were undergraduate engineering students enrolled at a mid-sized Northeast U.S. university. Participants’ cognitive approaches to solve the research question were investigated during the video recorded interviews. The quantitative results obtained in this study are bi-product of the participating students’ schema classification introduced by Piaget and Garcia (1989) while the qualitative results are students’ video recorded responses to the research question.

Tokgoz, E. (2018, June), Engineering Majors’ Cognitive Function Differentiation Ability Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30415

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